NURS C351 Professional Presence and Influence

Competencies

This course provides guidance to help you demonstrate the following 2 competencies:

 Competency 7001.01.01: Self-Awareness and Mindful Presence

The graduate utilizes personality tools to identify own personality type and incorporate self-awareness practices to increase mindful presence into their own life, their practice of health care, and their interactions with patients and colleagues.

 Competency 7001.01.02: Leadership Through Influence: Influencing the Transformation of Healthcare

The graduate uses principles of self-knowledge, active listening, authentic leadership, and mentoring in transforming and creating a healing environment.

Nursing Dispositions Statement

Please review the Statement of Nursing Dispositions.

Course Instructor Assistance

As you prepare to demonstrate competency in this subject, remember that course instructors stand ready to help you reach your educational goals. As subject matter experts, instructors enjoy and take pride in helping students become reflective learners, problem solvers, and critical thinkers. Course instructors are excited to hear from you and eager to work with you.

Successful students report that working with a course instructor is the key to their success. Course instructors are able to share tips on approaches, tools, and skills that can help you apply the content you’re studying. They also provide guidance in assessment preparation strategies and troubleshoot areas of deficiency. Even if things don’t work out on your first try, course instructors act as a support system to guide you through the revision process. You should expect to work with course instructors for the duration of your coursework, so you are welcome to contact them as soon as you begin. Course instructors are fully committed to your success!

Preparing for Success

The information in this section is provided to detail the resources available for you to use as you complete this course.

Learning Resources

The learning resources listed in this section are required to complete the activities in this course. For many resources, WGU has provided automatic access through the course. However, you may need to manually enroll in or independently acquire other resources. Read the full instructions provided to ensure that you have access to all of your resources in a timely manner.

Automatically Enrolled Learning Resources

You will be automatically enrolled at the activity level for the following learning resources. Simply click on the links provided in the activities to access the learning materials.

Ebook Central E-Books

The following textbooks are available to you as e-texts within this course. You will be directly linked to the specific readings required within the activities that follow.

Koerner, J. (2011). Healing presence: The essence of nursing 2e. Springer Publishing

Company. New York, NY. ISBN: 9780826107541

Schaffer, M. and Norlander L. (2009). Being present: A nurse’s resource of end-of-life care. Sigma Theta Tau International. ISBN: 9781930538825

Sherwood, G., & Horton-Deutsch, S. (2012). Reflective practice: Transforming education and improving outcomes. Indianapolis, IN, USA: Sigma Theta Tau International. ISBN:

9781935476795

Weil, A. (2004). Health and healing: The philosophy of integrative medicine. Houghton Mifflin Co, New York, NY. ISBN: 9780395344309

EBL e-books can be downloaded to your computer or mobile device. Follow the instructions to download your e-books for offline access.

Note: These e-texts are available to you as part of your program tuition and fees, but you may purchase hard copies at your own expense through a retailer of your choice. If you choose to do so, please use the ISBN listed to ensure that you receive the correct edition. Other Learning Resources

You will use the following learning resources for this course.

WGU Library E-Reserves

This course utilizes resources located in the WGU Library E-Reserves, with articles available for you to download. For instructions on how to access WGU Library E-Reserves, see the “Accessing WGU Library E-Reserves” page.

The following e-reserve materials will be used in this course:

Charles, L., Maltby, H., Abrams, S., Shea, J., Brand G, Nicol P. (2014). Expanding worldview: Australian nursing students’ experience of cultural immersion in India. Contemporary Nurse: A Journal For the Australian Nursing Profession. August

2014; 48(1), 67-75. Doi:10.5172/conu.2014.48.1.67

Falk-Rafael, A. (2005). Advancing nursing theory through theory-guided practice: The emergence of a critical caring perspective. Advances In Nursing Science, 28(1), 38-49. George, B., Sims, P., McLean, A.N., and Mayer, D. (2007). Discovering your authentic leadership. Harvard Business Review. Reprint R0702H.

Jordon (2009). Reflection & mindfulness in organizations. Management Learning. Matsuo (2012). Leadership of learning and reflective practice: An exploratory study of nursing managers. Management Learning.

Purpora, C., Blegen, M.A and Stotts, N.A. (2012). Horizontal violence among hospital staff nurses related to oppressed self or oppressed group. J Prof Nurs. Sep-Oct; 28(5):306-14. doi: 10.1016/j.profnurs.2012.01.001.

Rassin, M. (2008). Nurses’ professional and personal values. Nursing Ethics, 15(5),

614-630 17p. doi: 10.1177/0969733008092870

Yancer, D. A. (2012). Betrayed trust: Healing a broken hospital through servant leadership. Nursing Administration 36:1, 63-80.

Zundel (2013). Walking to learn: Rethinking reflection for management learning. Management Learning

WGU Library Articles

The following WGU library articles will be used in this course. You will be directly linked to the specific readings required within the activities that follow.

Gustafson, C. (2016). James Gordon, MD: The Potential of Mind-Body Self Care to Free the World From the Effects of Trauma. Integrative Medicine: A Clinician’s Journal.

15(2), 54-60.

Lichtenberg Heard, P., Hartman, S., & Bushardt, S. C. (2013). Rekindling the flame:

Using mindfulness to end nursing burnout. Nursing Management,44(11), 24-29.

Mendes, A. (2015). The role of nurses’ and patients’ beliefs in nursing care. British

Journal of Nursing (Mark Allen Publishing), 24(6), 345. Doi:10.12968/bjon.2015.24.6.345 Reid Ponte, P., & Koppel, P. (2015). Cultivating Mindfulness to Enhance Nursing Practice. American Journal of Nursing, 115(6), 48-55 8p.

doi:10.1097/01.NAJ.0000466321.46439.17

Nursing Standards

You will be able to access Nursing Professional Standards as they apply to your program through the WGU Library. Please access these documents at the following website:

 WGU Library Nursing E-Reserves

Pacing Guide

Please note that this pacing guide is to help you schedule the course sections over a period of four blocks of learning, with each block generally equating to a week of time. Make time variations as required for your situation to complete each block. It does not contain everything that you need; refer to the course of study (COS) for links to the readings and activities to help you successfully meet competency for this course. These readings and activities are all carefully chosen to help you understand the concepts presented so please make sure to work through the COS in its entirety.

Block 1

Being Human and Being a Nurse

  1. Identify core differences between the three eras in health care and the role a nurse played in each era.
  2. Outline the principle concepts of what it is to be a human being from various cultural and historical contexts.
  3. Demonstrate comprehension of the differences by outlining how one perceives human existence through the lens of the two models studied.
  4. List three ways that mindful presence enhances the safety/quality of patient care.

Western Model of Wholeness

  1. Integrate insights gained regarding treatment of the four bodies/aspects into your personalized self-care plan.
  2. Evaluate the therapeutic systems and challenges of understanding emotional and mental health.
  3. Create two strategies regarding mindfulness that you will incorporate into your personal life and professional practice going forward.
  4. Explore contemporary research on spiritual practices and healing.

Eastern Model of Wholeness

  1. Compare Ayurvedic medicine and TCM.
  2. Discuss differences of mental health treatment in TCM, Ayurvedic, and allopathic approaches.
  3. Find which emotional pattern is most congruent with your personal experience of emotions.

Block 2

Tools for Presence

  1. Design a framework of principles and practices as the foundation for you own mindfulness plan.
  2. Select strategies for health and balance in each of your four ‘bodies/aspects’ using these principles and examples as a guide. Using the strategies, create a mindfulness plan and evaluation strategies to manage and guide your progression.

Fostering Healing in the Patient Experience

  1. Identify one self-knowledge insight that you could adopt (personal or professional) to foster greater mindfulness going forward.
  2. Identify patterns of behavior that surround mindful practice within the professional practitioners who offered solutions and guidance when things got hard. Which of those behaviors do you practice, or could you incorporate into your practice?

Knowing Who You Are in Relation to Others

  1. Describe how the KTS-II description aligns with you self-understanding and how it does not. How accurate is the description on the whole? What strengths does your type bring

to professional nursing practice? What challenges does your type face in your current professional practice environment?

Block 3

Authentic Influence

  1. Describe a situation where your personal values have negatively impacted a leadership situation.
  2. Identify a nursing situation that was a defining moment in your career where you were confronted by something that expanded your understanding and your capacity. Relate it to one of the stages of professional development outlined in this section, noting what future growth may offer. Fostering Excellence in Others
  3. List the procedures and behaviors that create safety and quality for both the patient and the healthcare providers. Describe environmental factors and organizational leadership practices and processes that enhance excellence in performance amongst all staff. Identify one core organizational value that must be maintained by all staff, regardless of personal preferences, for the wellbeing of the total organization and the people it serves.

Foster a Healing Environment

  1. Search for other models such as QSEN and many leading health systems in the country (example: Planetree), which you may wish to explore through your web browser. Select one model and identify the four major components essential for any mature prototype: Internal, Interpersonal, Behavioral, And External—giving examples of each.
  2. Design one personal strategy that you will use when you come upon negative behaviors to move them to a healthier level.
  3. Use your search engine to discover other programs/projects that are research-based on this topic. Compare two projects and look for patterns that foster success in the four major components identified in the first activity for this topic. Based on the insights you gained, explore your current employment environment and design one strategy to promote professional presence in your healthcare setting.

Block 4

  1. Complete Performance Assessment and submit to Taskstream via the Assessment tab on your Degree Plan.

Professional Presence and Influence

Who we are and how we behave affects others. Our professional presence in therapeutic settings can support or inhibit well-being not only in patients, but also in the rest of the health care team, in the family and support system of the patients, and in the health care organization as a whole.

This course will help registered nurses manage this impact by recognizing situations and practices that support a positive environment and cultivating actions and responses to achieve and maintain this environment. The growth of self-knowledge will expand nurses’ ability to direct influence in ways that are intended rather than in random or destructive ways. This course is designed to help students see themselves as influential leaders in transforming health care. Professional practice includes therapeutic use of self, along with applications from the art and science of nursing. The presence of the nurse manifests the organizational mission and opens up possibilities for a richer patient experience.

Being Human and Being a Nurse

This topic addresses fundamental issues of being a nurse.

This topic addresses the following competency:

 Competency 7001.01.01: Self-Awareness and Mindful Presence

The graduate utilizes personality tools to identify own personality type and incorporate self-awareness practices to increase mindful presence into their own life, their practice of health care, and their interactions with patients and colleagues.

This topic highlights the following key concepts:

the historical development of significant models for medical approaches to healing the principal concepts of what it is to be a human being from various cultural and historical contexts the components that contribute to the wholeness of being human techniques that can be used to enhance self-awareness

awareness of one’s own internal state with identifying a patient’s state

Three Models of Health & Healing

Healthcare reflects the social and technological environment in which it is practiced. New discoveries in science are redefining our understanding of health and healing.

Era I-1860’s Mechanical Model

Era II-1950’s Body/Mind Model

Era III-1990’s Body/Mind/Spirit or

Bio/Psycho/Social Model

Read the following in Healing Presence: The Essence of Nursing to examine three significant models which highlight the progress of medicine, health, and healing:

pages 3-4 of chapter 1 Nursing: A Sacred Work

pages 134-135 and pages 138-139 of chapter 5 Quantum Healing: The Power of Integration

Identify core differences between the three eras in health care and the role a nurse played in each era.

Your World View

Mendes, A. (2015). The role of nurses’ and patients’ beliefs in nursing care. British Journal of Nursing (Mark Allen Publishing), 24(6), 345. Doi:10.12968/bjon.2015.24.6.345 pages 8-9 of chapter 1 Nursing: A Sacred Work

pages 240-248 of chapter 8 The Noetic Scientist: A Holistic World

Access the WGU eReserves and review the following article:

Charles, L., Maltby, H., Abrams, S., Shea, J., Brand G, Nicol P. (2014). Expanding worldview: Australian nursing students’ experience of cultural immersion in India. Contemporary Nurse: A Journal For the Australian Nursing Profession. August 2014; 48(1), 67-75. Doi:10.5172/conu.2014.48.1.67

Outline the principle concepts of what it is to be a human being from various cultural and historical contexts.

The Difference Between Eastern Perspectives on Being Human

Predominant cultural themes vary in different parts of the world. As diversity and globalization becomes a greater part of society, understanding these differences is important for the delivery of culturally competent care.

Describe the components that contribute to the wholeness of being human. What does it mean to be human? This is discussed in detail and can also be described as the components that contribute to being human. The four bodies or aspects of being human are also discussed in the following four models of health and healing: physical-body, body-mind, body-mind-spirit, bio-psycho-social. There is also some information in the TCM readings regarding the Eastern perspective (some write about Yin Yang or the Five Elements). You don’t have to include both Western and Eastern ideas, you can stick with whichever is most comfortable or makes the most sense to you. Being human means being whole-physically, mentally, emotionally, and spiritually.

Access the WGU eReserves and review the following article:

Advancing Nursing Theory Through Theory-guided Practice: The Emergence of a Critical Caring Perspective

Read the following:

 Traditional Chinese Medicine (TCM)

Demonstrate comprehension of western perspectives of being human through the model studies.

How Mindfulness of the Nurse Influences Quality of the Patient Experience

Healthcare has become increasingly complicated with nearly constant demands of the nurse’s attention. Attempts at remaining focused on what is immediately before the nurse is challenging. This state of frequent overstimulation and distraction creates additional stress and may lead to errors and burnout. Incorporating the practice of mindfulness in the course of nursing practice, even in midst of chaotic situations, will improve the care that is given.

Read the following in Healing Presence: The Essence of Nursing:

NURS C351 Professional Presence and Influence

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